This article explores the challenges of writing about dyslexia outside the framing of an objectivist scientific language. I argue that to be able to portray dyslexia it becomes important not only to describe a personal experience of its symptoms, but to draw attention to the larger "alphabetic environment" (Upward and Davidson, 2011:1) which helps to create the condition of dyslexia. I examine two autobiographical narratives, the performance SLOW by Julie Cosenza (2008), and the zine Fuck You

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... m Dyslexic...an unedited zine by Maggie. I argue that these works are both instantiations of performative writing: a mode of writing which does not only describe, but simultaneously does what the author intends it to do. I will show that these performative writings create a critical disruption in our processes of reading and writing, thereby making English literacy newly visible as a system of discipline. By creating textual narratives that both compel us to read, but simultaneously repel our attempts to do so, Cosenza and Maggie engage us in a dyslexic experience: rather than simply describing dyslexia, their texts produce dyslexic effects. Résumé Cet article se propose d'analyser les défis que suppose l'écriture sur la dyslexie en dehors d'un langage